Conole workshop ascilite_final

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  • 1. National Teaching Fellow 2012The 7Cs of Learning DesignGrinne Conole University of Leicester25th November 2012 Pre-Conference workshop ASCILITE, Wellington

2. Introductions Say who you are andwhat you hope to getout of the workshop During the day addcomments to thereflection sheet 3. Outline An overview of learning design Activity: How to ruin a course Theoretical perspectives Activities Course Features Affordances Course Map Activity Profile Comparing forums, blogs and wikis Pedagogical Patterns Resource Audit Story board Evaluation Rubric Open Educational Resources Evaluation 4. Learning outcomes Conceptualise the learning design process fromdifferent perspectives Apply a range of learning design resources, toolsand methods to a learning intervention Critique a range of pedagogical approaches andthe role played by different technologies insupporting these Review and debate the theoretical underpinningsof learning design Develop an innovative storyboard, learningactivities and a structure for implementation 5. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborateNot fully exploitedWealth of freeReplicating bad pedagogyresources and toolsLack of time and skills 6. Learning DesignShift frombelief-based, implicit approaches todesign- based,explicit approachesLearning Design A design-based approach to creation and support of courses Encouragesreflective,scholarlypracticesPromotessharing and discussion 7. The Larnaca Declaration, Sept 2012 8. How to ruin ConceptualiseWhat do we want to design, who for and why?Course features A courseResource auditLearning outcomesCourse mapmapAssessment Activity profilePedagogical Patterns The 7Cs Storyboard FrameworkCollaborative AffordancesPedagogical Patterns Rubrics for evaluationConsolidate Refine LD views Evaluate and embed your design 9. Gabi WitthausMing Nie 10. Activity: How to ruin a coursePurpose: To consider the ways in which technologies can ruin a courseand creation of strategies to avoid these problems List the ten ways in which technologies canruin a course Consider strategies to avoid these issues 11. Discussion Institutional issues ID seen as a threat Lack of training of faculty to move from print to online just pdf Too many communication method Log in problems no single sign in No change in pedagogy! We teach how we were taught focus ontransmission Lack of design No sense of belonging or community Not good technological or pedagogical instruction Inclusivity or accessibility Reliability Too technology focused or dumping content Choosing the right tool 12. Socio-cultural perspectivesMediatingDesign Mediating ArtefactsConceptsArtefacts (MA)ToolsDialoguesActivitiesCreates Learning activityTeacher or Resource Has anDesigninherentResearch questionsWhat Mediating Artefacts do teachers use? Other teachers and learnersWhat Mediating Artefacts can we create to can use or repurposeguide the design process? Vygotsky, Activity Theory 13. Analysis: Activity Theory Mediating Artefacts (MA) CreatesLearning activityor Resource TeacherDivision ofRulesCommunitylabourDesign and learning occur within a context 14. Course featureshttp://cloudworks.ac.uk/cloud/view/5950 Pedagogical approaches Principles Guidance and support Content and activities Reflection and demonstration Communication and collaboration 15. Theory basedPractice based CulturalAesthetics ProfessionalPrinciplesPolitical SustainableInternational SerendipitousCommunity based 16. Inquiry based Problem based Case basedDialogicCollaborativePedagogicalapproachesSituativeConstructivistVicariousDidactic Authentic 17. Learning pathway MentoringPeer supportScaffoldedStep by step Guidance &SupportStudy skillsLibrary supportTutor directed Help deskRemedial support 18. Brainstorming Concept mapping AnnotationAssimilativeModelingContent &ActivitiesJigsawPyramidAggregating Learner generated Informationresources content handling 19. DiagnosticE-Assessment E-PortfolioFormative Feed forward Reflection &DemonstrationSummative ReflectivePeer feedback VicariousPresentation 20. Structured debateFlash debate Group projectGroupPeer critiqueaggregationCommunication &CollaborationGrouppresentationGroup projectQuestion &Flash debate For/Against debateAnswer 21. Activity: Course FeaturesPurpose: To consider the features you want to include in yourmodule/course, which will determine not only the look and feel of thecourse, but also the nature of the learners experience.LinoitcanvasE-tivityRubric: http://tinyurl.com/SPEED-e4 22. Activity: Forums, blogs and wikisPurpose: To consider the use of three central, LMS-based tools for interactionDiscussion ForumsBlogsWikisCollaboration Discussion on a topicLonger pieces of reflection Co-construction of shared Help students understand Changing perceptions over understanding of concepts the assessment timeStudent created content Sense of inclusion Resource documentationCollaborative creation of a Tutor giving updates Annotated resources piece of work Introductions and then Discipline /profession use Broadening of concepts conversationsin the workplaceCan see who made FAQs contributions good for Reflection group assessment and can Peer teaching and supportsee how its developed Collaborative activities Discipline /profession use Discipline /profession use in the workplace in the workplace 23. Co-evolution of tools and practiceCharacteristics ofCharacteristics oftools people Reflection Preferences Dialogue InterestsEvolvingpractices AggregationSkillsInteractivityContext 24. Affordances Affordances (Gibson) All "action possibilities" latent in an environment but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Gibson, 1979 25. Tools TasksForum, wiki,Read, search,blog, etc.critique, etc.Affordances Reflection Collaboration Dialogue InteractionInquiry Learning Activity 26. Technology affordancesAffordances,Constraints,promotes think aboutCollaborationA blog for reflective practice Time consuming(development)ReflectionDifficult to useInteraction Affordances (Gibson)Costly to produceAll "action possibilities"latent in an environmentDialogueTime consuming (support)but always in relation to theactor and thereforeCreativitydependent on theirAssessment issuescapabilities.OrganisationFor instance, a tall tree Lack of interactivityoffers the affordances offood for a Giraffe but not aInquiry Difficult to navigatesheep.AuthenticityNew literacy skills 27. Activity: Mapping affordances Think of a learning activity, e.g. Aggregating a set of class resources Collaborating on a group report Presenting evidence of learning Choose three technologies Identify their affordances to support thelearning activity Decide which technology to use 28. Activity: Course MapPurpose: To start mapping out your module/course, including your plans forguidance and support, content and the learner experience, reflection anddemonstration, and communication and collaboration.E-tivityRubric: http://tinyurl.com/SPEED-e5 29. Activity profile Types of learner activities Assimilative Information Handling Communication Production Experiential Adaptive Assessment 30. Activity: Activity Profile Purpose: To consider the balance of activity types that will be included in your module/course. ActivityProfile Flash WidgetE-tivityRubric: http://tinyurl.com/SPEED-e6 31. Pedagogical Patterns Derived from Alexanderswork Solutions to problems Introduction Context Problem headline Solution Picture Similar pattersAlexander, 1977Goodyear, 2005 32. Activity: Pedagogical Patterns Look at the Pedagogical Patterns handouts Choose one or more pattern and use it tocreate a collaborative learning activity You can combine or adapt patterns if you want Useful links http://tinyurl.com/ascilite1 http://tinyurl.com/ascilite2 33. Activity: Resource Audit Using the JIGSAW pattern approach to look atthe following repositories Http://learningdesigns.uow.edu.au Http://enrole.uow.edu.au Http://cloudworks.ac,uk Http://www.globe-info.org/ Complete the Carpe Diem Resource Auditsheet, indicating which OER you will includeand what resources you need to create 34. Learning OutcomesStart EndAssessment 35. Activity: Storyboard Purpose: To develop a storyboard for your module/course in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities.LinoitCanvasE-tivityRubric: http://tinyurl.com/SPEED-e8 36. Storyboard http://linoit.com 37. Activity: Rubrics for evaluationPurpose: To devise a set of criteria for evaluating the success of thedesign in a real learning context Brainstorming some criteria to evaluate thesuccess of the design in a real learning context Try and focus on measurable/observablethings Think about what data collection you mightuse classroomobservation, surveys, interviews Post its: Things I liked, room forimprovement, etc. 38. Resource-based learning Over ten years of the OpenEducational Resource (OER)movement Hundreds of OERrepositories worldwide Presence on iTunesU 39. The OPAL metromapEvaluation shows lack of uptakeby teachers and learnersShift from development tocommunity building andarticulation of OER practice http://www.oer-quality.org/ 40. POERUP outputs An inventory of more than 100 OER initiativeshttp://poerup.referata.com/wiki/Countries_with_OER_initiatives 11 country reports and 13 mini-reportshttp://poerup.referata.com/wiki/Countries 7 in-depth case studies 3 EU-wide policy papers 41. Differences in education, internet, e-learning Diversity of educational contexts Diversity of internet provisionCountry Internet (in 2011) Broadband (in 2011)Australia87% 83%UK 73% 71%Italy62% 52%Hungary66% 61% Diversity of use of e-learning Distance Learning is a feature of educational system, Canada and